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Essay on the christianization of native americans
Essay on the christianization of native americans
Native american persecution
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Aboriginal peoples of Canada have been under constant oppression from Europeans for over a hundred years. Despite numerous acts, laws, and proclamations, the treatment of Indigenous people by the Europeans continues to not improve. As seen in the film Muffins for Granny, their people endured years of residential schools, continuing to be physically, mentally, emotionally, and even sexually abused. They were forced to forget language, traditions, and values to become a “member of Canadian society”. The Catholic Church and its leaders brought on many years of torture, and abuse, only to continue the suppression of Aboriginal peoples. The Inuit, otherwise called Eskimos by the early settlers, also see many complications derived from the “southerners”, or the people of Canada. …show more content…
The melting of glaciers and ice effects ground water, hunting and fishing, tracking, and trapping; all things necessary for the survival of the Inuit. They rely on their vast knowledge of animals and the environment to be successful in sub-freezing temperatures. However, the involvement of southerners continues to hinder the survival of their people. The tagging of polar bears in northern Canada by Wildlife Biologists has impacted their feeding habits, causing them to starve, become weak and die off. Now considered an endangered specie, the polar bears are slowly becoming extinct in the region. This is only one of the effects the southerners have on the Inuit. In this paper I will discuss common themes I found between the Film Muffins for Granny and Innuit Knowledge and Climate
Inuit Odyssey, by CBC’s: The Nature of Things covers the long and eventful journey of the Inuit people. Canadian anthropologist, Dr. Niobe Thompson searched for the answers to questions about who the modern day Inuit are, where did they come from, how did they survive and who did they conquer along the way? Thompson explored the direct lineage between modern day Inuit and the Thule people, and their interactions with the Dorset and Norse Vikings in their search for iron. Thompson is ultimately concerned with how the current warming climate will affect the Inuit people therefore, he decides to retrace the creation of the Inuit culture, starting his journey in the original homeland of the Thule people.
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
Until the 16th century, Aboriginal people were the only inhabitants of what is now Canada, hence, they were an independent and self-governing people till the Europeans had the capacity to dominate Canada's original inhabitants and possessors (Elias 1). The European Invasion brought about The 1876 Indian Act, which was developed over time through separate pieces of colonial legislation regarding Aboriginal peoples across Canada such as the Gradual Civilization Act of 1857 and the Gradual Enfranchisement Act of 1869. In 1876, these acts were consolidated as the Indian Act (Hanson). This essay aims to explain how the Indian Act tried to destroy the Aboriginal culture through residential schools and unequal recognition of women, successive acts,
Generations of native people in Canada have faced suffering and cultural loss as a result of European colonization of their land. Government legislation has impacted the lives of five generations of First Nations people and as a result the fifth generation (from 1980 to present) is working to recover from their crippled cultural identity (Deiter-McArthur 379-380). This current generation is living with the fallout of previous government policies and societal prejudices that linger from four generations previous. Unrepentant, Canada’s ‘Genocide’, and Saskatchewan’s Indian People – Five Generations highlight issues that negatively influence First Nations people. The fifth generation of native people struggle against tremendous adversity in regard to assimilation, integration, separation, and recovering their cultural identity with inadequate assistance from our great nation.
According to conservative conflict theory, society is a struggle for dominance among competing social groups defined by class, race, and gender. Conflict occurs when groups compete over power and resources. (Tepperman, Albanese & Curtis 2012. pg. 167) The dominant group will exploit the minority by creating rules for success in their society, while denying the minority opportunities for such success, thereby ensuring that they continue to monopolize power and privilege. (Crossman.n.d) This paradigm was well presented throughout the film. The European settlers in Canada viewed the natives as obstacles in their quest of expansion by conquering resources and land. They feared that the aboriginal practices and beliefs will disrupt the cohesion of their own society. The Canadian government adopted the method of residential schools for aboriginal children for in an attempt to assimilate the future generations. The children were stripped of their native culture,...
Aboriginal people in Canada are the native peoples in North America within the boundaries of present-day Canada. In the 1880’s there was a start of residential schools which took Aboriginal kids from their family to schools to learn the Roman Catholics way of culture and not their own. In residential schools Aboriginal languages were forbidden in most operations of the school, Aboriginal ways were abolished and the Euro-Canadian manner was held out as superior. Aboriginal’s residential schools are careless, there were mental and physical abuse, Aboriginals losing their culture and the after effects of residential schools.
After colonization began there were countless detrimental changes to the indigenous way of life that took place. Neu (2000) discusses these detrimental changes in detail. The author accounts for the lost of their land and natural environment, the discouragement of their lifestyle focused on hunting and gathering, the separation of families via the residential school system, and the punishment received for the usage of traditional customs and language. In many ways the colonists disrespected the Aboriginal people by disregarding their fundamental needs and wants. Additionally, the process of colonization implemented some drastic gender role changes into Aboriginal culture. Colonization imposed European patriarchy, accompanied by racism and sexism, on the matriarchal Aboriginal cultures. As a result, the Aboriginal women of Canada lost their sense of purpose and responsibility, burdening them with less respect and power compared to the men. This loss contributed to many negative effects for these women and made them feel a strong sense of cultural estrangement.
Marquise Lepage’s documentary, Martha of the North (2009) provides an insight to the 1953 forced relocation of the Inuit from Northern Quebec to the High Arctic. It does an exceptional job at explaining how the Inuit’s lives were affected and molded at a holistic perspective. Martha of the North (2009) can be explained through the concept of holism and its limitations. The concept of holism can explain the effects that the relocations has had on the Inuit people. Although the Inuit’s behaviour can be analyzed through the concept there are aspects of their experience that holism does not account for. The documentary follows the life of one of the first Inuit to be relocated, a woman named Martha, along with her family and the people in her community.
Canada likes to paint an image of peace, justice and equality for all, when, in reality, the treatment of Aboriginal peoples in our country has been anything but. Laden with incomprehensible assimilation and destruction, the history of Canada is a shameful story of dismantlement of Indian rights, of blatant lies and mistrust, and of complete lack of interest in the well-being of First Nations peoples. Though some breakthroughs were made over the years, the overall arching story fits into Cardinal’s description exactly. “Clearly something must be done,” states Murray Sinclair (p. 184, 1994). And that ‘something’ he refers to is drastic change. It is evident, therefore, that Harold Cardinal’s statement is an accurate summarization of the Indigenous/non-Indigenous relationship in
Alaskan culture is full of a variance of characteristics. The Alaskan people have a deep sense of respect, pride and honor. This is as a result of the need and ability to adapt to an ever changing environment and still find a way to thrive. The Alaskan people are a strong representation of the American spirit of perseverance. The research done in this paper allowed me to view the Alaskan Native in an entirely different manner. My intent with this paper is to inform the reader on Alaskan culture, geographical breakdown, beliefs, as well as highlight the advancements of the Alaskan way of life throughout the years.
Her book focuses on the myriads of issues and struggles that Indigenous men and women have faced and will continue to face because of colonialism. During her speech, Palmater addressed the grave effects of the cultural assimilation that permeated in Indigenous communities, particularly the Indian Residential School System and the Indian Act, which has been extensively discussed in both lectures and readings. Such policies were created by European settlers to institutionalize colonialism and maintain the social and cultural hierarchy that established Aboriginals as the inferior group. Palmater also discussed that according to news reports, an Aboriginal baby from Manitoba is taken away every single day by the government and is put in social care (CTVNews.ca Staff, 2015). This echoes Andrea Smith’s argument in “Heteropatriarchy and the Three Pillars of White Supremacy: Rethinking Women of Color Organizing” that colonialism continues to affect Aboriginals through genocide (2006, p. 68). Although such actions by the government are not physical acts of genocide, where 90% of Aboriginal population was annihilated, it is this modern day cultural assimilation that succeeded the Indigenous Residential School System and the Indian Act embodies colonialism and genocide (Larkin, November 4,
Canadians view themselves as morally correct, yet the Indigenous peoples are oppressed and discriminated by Canadians. The Aboriginal peoples culture would last longer without Canada since Canada wants to control first, but not by understanding the culture and heritage. Aboriginal peoples express how they felt about the Canadian “Myth of Progress”. Some other works take a more satirical look like “Tidings of Comfort and Joy” but the points still stand. One of the points is Canadians are discriminating the Indigenous peoples to be lazy and corrupt.
Do you know that despite Canada being called multicultural and accepting, Canada’s history reveals many secrets that contradicts this statement? Such an example are Canadian aboriginals, who have faced many struggles by Canadian society; losing their rights, freedoms and almost, their culture. However, Native people still made many contributions to Canadian society. Despite the efforts being made to recognize aboriginals in the present day; the attitudes of European Canadians, acts of discrimination from the government, and the effects caused by the past still seen today have proven that Canadians should not be proud of Canada’s history with respect to human rights since 1914. First, is because of the attitudes of European Canadians towards aboriginals, which were mostly cruel and inhumane.
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
The books intent is to challenge written histories and to reinterpret early Mi’kmaq-French relations, particularly religious history among the Mi’kmaq. Using both Mi’kmaq and Euro history/knowledge to do so. Through the revitalization of Mi’kmaq histories, culture, and spirituality the text both bridges non-Aboriginal peoples to new understandings of Canadian history, as well as bridging Mi’kmaq youth to their elders and culture (11).